Data on Accredited Programs

Accreditation by the Numbers

208 Accredited Programs (September 2021)
9 countries with programs active in accreditation (September 2021)
86 percent of students have graduated or are persisting to graduation (2019-2020)

2019-2020 Accreditation Data Report

Since 2010, NASPAA has collected data on key outputs and outcomes of master’s degree programs of public service education to track the development in the field, producing annual reports to present and analyze the aggregated data. The 2019-2020 Accreditation Data Report is the tenth annual data report on NASPAA Accredited Programs. The 2019-2020 report analyzes and concludes the education performance of 212 accredited programs and programs seeking accreditation in academic year 2019-2020  Data in this report are provided by programs and collected by NASPAA from self-study reports, accreditation maintenance reports, and annual program surveys. The data summaries (above and below) combine accredited programs as of September 2021 and data from the 2019-2020 Accreditation Data Report. You can download the report or the raw data (2019-2020 data).

2020-2021 NASPAA Accredited Programs Summary
2019-2020 NASPAA International Programs Diversity Data

2018-2019 Self-Study Diversity Insights Report

The 2018-2019 Self-Study Diversity Insights Report summarizes different areas of diversity as reported by accredited programs in the 2019-2020 review year (data year 2018-2019).

Where Do Accredited Program Graduates Work?

Trends in Employment of Accredited Program Graduates (2009-2018)

Data from Prior Data Reports (through 2016)

Data on accredited programs from the AY 2010-2016 Annual and Self-Study Reports (non-identifiable) are available in an Excel spreadsheet. Click the button below.

Trends Data from AY 2010-2016 Annual Data and Self-Study Reports (non-identifiable)

2013 Diversity Report

The 2013 NASPAA Diversity Report seeks to not only compare the data presented in the NASPAA Diversity Report published in 2000, but also to convey the trends and changes in the state of diversity over the past decade. The first section focuses on the racial and gender diversity changes in the student body. The second section focuses on the racial and gender diversity trends in the faculty body. Finally, the third section will show the state of universal competency analysis and implementation in terms of communication with diverse communities and changing workforces.

To obtain the source data for this report please contact

Interested in conducting a deeper dive into data collected on behalf of accreditation? Refer to COPRA’s research proposal guidelineshere, to begin the proposal process!

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